Date of this Version
The Peer Review of Teaching Project (PRTP) is a UNL campus program that supports teams of faculty in making visible the serious intellectual work of teaching. Begun in 1994, the project uses the same process one would use to explore a research question by having faculty inquire, analyze, and document their teaching practices and the resulting student learning and then make these results accessible for use, review, and assessment by one’s peers. The project consists of a first-year fellowship program and an advanced scholar program. Specific faculty outcomes from participating in the project include: (1) Reflecting upon, developing, and writing a course portfolio about one of their courses, (2) Identifying common teaching and curricular issues across academic disciplines, (3) Becoming skilled as a reviewer of a course portfolio (and other teaching materials), (4) Discussing the challenges in teaching and addressing the needs of diverse student learners, (5) Developing a common vocabulary for assessing the intellectual work of teaching, (6) Being nurtured to become a leader in creating and advocating campus teaching policies.